Enter your email address
Submit
Write your message
Volume 24, Issue 151 (9-2025)
Journal of Psychological Science 2025, 24(151): 245-262 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zivari Rahman M, Mahdizadeh S. (2025). Structural Equation modeling of the relationship between emotional schemas and academic self-efficacy with the mediating role of academic emotions in high school girls in mashhad. Journal of Psychological Science. 24(151), 245-262.
URL: http://psychologicalscience.ir/article-1-2763-en.html
URL: http://psychologicalscience.ir/article-1-2763-en.html
1. Assistant Professor, Department of Educational Sciences and Counseling, Sayyed Jamaleddin Asadabadi University, Asadabad, Iran. , m.zivari@sjau.ac.ir
Abstract: (52 Views)
Background: Emotional schemas and academic emotions are among the most critical factors influencing students' academic self-efficacy. These factors play a fundamental role in academic achievement by regulating emotions and behaviors related to learning. A deeper understanding of the relationships among these variables and examining the mediating role of academic emotions can provide valuable insights for improving learning quality and achieving academic success.
Aims: This study aimed to model the relationship between emotional schemas and academic self-efficacy with the mediating role of academic emotions in high school girls.
Methods: This descriptive study employed a correlational design and structural equation modeling (SEM). The statistical population consisted of all high school girls in Mashhad during the 2023–2024 academic year. Based on a rule of thumb for SEM, a sample of 690 students was selected using multi-stage cluster sampling. Data were collected using the Emotional Schemas Scale (Leahy, 2002), the Academic Emotions Scale (Pekrun et al., 2002), and the Academic Self-Efficacy Questionnaire (Mazaheri & Sadeghi, 2015). Data analysis was conducted using descriptive and inferential statistics and SEM with SPSS 25 and AMOS 24 software.
Results: The results indicated a good fit for the model examining the relationship between emotional schemas and academic self-efficacy with the mediating role of academic emotions in high school girls (p< 0.001). Significant relationships were found between emotional schemas and both academic emotions and academic self-efficacy (p< 0.001). Additionally, a significant relationship was observed between academic emotions and academic self-efficacy (p< 0.001). Academic emotions mediated the relationship between emotional schemas and academic self-efficacy (p< 0.001).
Conclusion: According to the research findings, positive emotional schemas and adaptive academic emotions directly enhance students' academic self-efficacy. It is recommended that emotional skill training, particularly through psychological programs, be implemented in schools to improve academic self-efficacy.
Aims: This study aimed to model the relationship between emotional schemas and academic self-efficacy with the mediating role of academic emotions in high school girls.
Methods: This descriptive study employed a correlational design and structural equation modeling (SEM). The statistical population consisted of all high school girls in Mashhad during the 2023–2024 academic year. Based on a rule of thumb for SEM, a sample of 690 students was selected using multi-stage cluster sampling. Data were collected using the Emotional Schemas Scale (Leahy, 2002), the Academic Emotions Scale (Pekrun et al., 2002), and the Academic Self-Efficacy Questionnaire (Mazaheri & Sadeghi, 2015). Data analysis was conducted using descriptive and inferential statistics and SEM with SPSS 25 and AMOS 24 software.
Results: The results indicated a good fit for the model examining the relationship between emotional schemas and academic self-efficacy with the mediating role of academic emotions in high school girls (p< 0.001). Significant relationships were found between emotional schemas and both academic emotions and academic self-efficacy (p< 0.001). Additionally, a significant relationship was observed between academic emotions and academic self-efficacy (p< 0.001). Academic emotions mediated the relationship between emotional schemas and academic self-efficacy (p< 0.001).
Conclusion: According to the research findings, positive emotional schemas and adaptive academic emotions directly enhance students' academic self-efficacy. It is recommended that emotional skill training, particularly through psychological programs, be implemented in schools to improve academic self-efficacy.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)